UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Alison Hutchins Lesson #: Facet: 1 Grade Level: 9 Numbers of Days: 1 Topic: Romeo and Juliet: Family drama.
PART I:
Objectives Student will understand that Students will understand that literature from even the Elizabethan age, such as William Shakespeare's Romeo and Juliet, has themes that are relevant and relatable to life today Student will know (See content notes below)
Student will be able to do Assume the role of a character to more deeply understand all of the characters in the play.
Product: Blogs
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards Content Area: English Grade Level: Grade 9-10 Domain: Reading - Literature Cluster: Key Ideas and Details Standard #3: Analyze how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme.
Rationale: I will be focusing in this lesson on creating a base for students to begin to explore the complex characters in the piece. They will also being to understand how these character relationships effect the events of the story.
Assessments
Pre-Assessment: (Lesson 1 only) The discussion at the beginning of class will involve a questionnaire that will serve as a pre-assessment. Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will be given a quick write to flesh out what they understand about the character relationships in Romeo and Juliet. I will review their responses and clarify any confusion.
Section II – timely feedback for products (self, peer, teacher) Students will be given a checklist to self assess their character blogs, students will be paired into editing buddys to peer assess their blogs, also using the checklist. (Revise/Refine) I will use the same checklist to assess their blogs, giving them specific notes on how to improve. (Revise/Refine)
Summative (Assessment of Learning): Blog: Blog as the character throughout the unit.
Integration Technology:
Students will be blogging as a character from the play; they will respond as this character after each reading, incorporating visual media.
Content Areas:
History: Students will be learning a lot about the era in which Romeo and Juliet lived, beginning in this lesson by learning how social structures effected the character relationships. Music: Italian renaissance music will be played during the "family conference" the tone of the music will decide the tone of their conversation
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction I am giving students the "idea rake" as a way to sort out the characters by family and alliance. The cooperative learning piece is a three minute review, where the class will be given occasional three minute interviews to discuss what their ideas and knowledge is of the relationships in the piece.The students will be split in two to pull together an argument for their case against the opposing family. Each family will need to be half male, half female as evenly as possible.
Section II – Groups and Roles for Product
Students will be paired together for the unit to evaluate each others, the pairs will be done using value lines, where students will line up in order of how much they feel they know about Romeo and Juliet before the lesson. They will have the role of peer editors for each other throughout the unit for each others blog.
Differentiated Instruction
MI Strategies
(Verbal): Students will explain their problems and concerns to the opposing family, after already discussing it with their own family. (Visual): The graphic organizer will help them visually map out the characters and where their alliances lie. (Kinesthetic): Students will be separated into Montagues and Capulets, characterized by an article of clothing given of one of two colors. The students will discuss as a family why they hate the other (there is no reason in the story) and how they are going to react if Romeo and Juliet marry. (Musical): Italian renaissance music will be played during the "family conference" the tone of the music will decide the tone of their conversation. If the music is has a victorious, for example, they will be particularly triumphant about their stance, if it is sad, they will be worrying about the fates of their children. (Logical): Students will be developing logical reasons to explain the unexplained rivalry between the Montagues and the Capulets. (Interpersonal): The family conferences will allow the interpersonal students to bounce thoughts off of other students and discuss their ideas. (Intrapersonal): Graphic organizers will be done individually, and give these students time to think about why these families would despise each other so much. (Naturalist): Require that the students include some aspect of a land feud, as this would have been a common dispute during the time.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
The notes from the lesson will be available in the class wiki, the worksheets and handouts will be available in the back of the room.
Extensions
Type II technology:
Students will be blogging as a character from the play; they will respond as this character after each reading, incorporating visual media.
Gifted Students:
Gifted students will be given characters that it will be more challenging to blog from the perpective of.
Materials, Resources and Technology List all the items you need for the lesson.
Laptops
Colored handkerchiefs
Markers
Butcher paper
Your family feud game
Projector
Syllabus
Graphic Organizer
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Day One:
Hook: Questions and discussion; I will ask the student's what they know about rivalries, and what some of the famous ones are. What about family rivalries? What are some common reasons for those? Introduce the Montagues and the Capulets; brainstorm the reason for their feud. (10 minutes)
Graphic organizer and class discussion: idea rake, discuss separation of characters into family allegiances, parallels between characters. (10 minutes)
Family conferences: Class is broken in half, as evenly gendered as possible, and self assign the main characters in each family (Lord/Lady, a lover, a cousin, a friendly bystander, etc. The remaining students will be assorted cousins.) They will discuss what could have started the feud amongst themselves, then will be asked how they would feel if their child married the enemy. They will be asked to explore this from a vast manner of perspectives (betrayed, empathetic, worried, etc.). (20 minutes)
Family discussions: Students will piece together a reasonable argument against the union of their families, incorporating the created reasons for their mutual hatred. (10 minutes)
(Create an outline. -- Day 1: 80 minutes. How many minutes will it take to do each piece? script the day)
Room arrangement:
The room will be arranged into four sets of four desks, with room on the outer corners of the room for the families to get together and converse. After this lesson, students will understand the importance of characterization in Romeo and Juliet, as they will have the opportunity to approach the situations in the story from the perspective of their character, and will be able to converse with their pairs, who are doing the same. Where, Why, What, Hook MI Tailor's: Verbal, Logical, Visual, Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist
Students will know how to explore the characters in Romeo and Juliet. They will develop a basic understanding of the nature of the feud between the Capulets and the Montagues, and will begin to understand how their feelings will effect the course of the play. They will have a base understanding of characterization after this lesson that will continue to grow throughout the unit. They will also know the names, alliances, and stories of all of the important characters (Romeo, Juliet, Lord and Lady Montague, Lord and Lady Capulet, Benvolio, Tybalt, Mercutio, Nurse, etc.) Equip, Explore, Rethink, and MI Tailor's: Verbal, Logical, Visual, Interpersonal, and Intrapersonal.
Students will be able to assume the role of a character to more deeply understand all of the characters in the play. They will do this both by taking the family roles and discussing their characters' feelings about the opposing family, and the possibility of the union of their children, and by blogging as an assigned character. They will be welcome to explore the possibilities of the blogger site, and they can explore each other's blogs to get ideas on design, widgets, etc. They will also have a great opportunity to work amongst their peers, and discuss the characters on a deeper level, they will begin to understand where these characters are coming from and how their feeling might effect the story.
Explore, Experience, Rethink, Revise, Refine, and MI Tailor's: Verbal, Logical, Visual, Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.
Content Notes Students will know….. http://www.sparknotes.com/shakespeare/romeojuliet/characters.html
The Capulet family, and the Montague family are in an age-old feud, one with no memorable beginning or conceivable end. Students will know the names of all of the important characters (Romeo, Juliet, Lady and Lord Capulet, Lady and Lord Montague, Mercutio, Nurse, Tybald, Benvolio, the Prince, Friar Lawrence, Rosaline, etc), they will have a base understanding of characterization, character traits, and their possible effect on the story.
Handouts Idea rake graphic organizer.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
Microscope:
Puppy:
Beach Ball:
Rationale:
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Summative:
Rationale:
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Alison Hutchins Lesson #: Facet: 1
Grade Level: 9 Numbers of Days: 1
Topic: Romeo and Juliet: Family drama.
PART I:
Objectives
Student will understand that
Students will understand that literature from even the Elizabethan age, such as William Shakespeare's Romeo and Juliet, has themes that are relevant and relatable to life today
Student will know
(See content notes below)
Student will be able to do
Assume the role of a character to more deeply understand all of the characters in the play.
Product: Blogs
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade Level: Grade 9-10
Domain: Reading - Literature
Cluster: Key Ideas and Details
Standard #3: Analyze how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme.
Rationale:
I will be focusing in this lesson on creating a base for students to begin to explore the complex characters in the piece. They will also being to understand how these character relationships effect the events of the story.
Assessments
Pre-Assessment: (Lesson 1 only)
The discussion at the beginning of class will involve a questionnaire that will serve as a pre-assessment.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will be given a quick write to flesh out what they understand about the character relationships in Romeo and Juliet. I will review their responses and clarify any confusion.
Section II – timely feedback for products (self, peer, teacher)
Students will be given a checklist to self assess their character blogs, students will be paired into editing buddys to peer assess their blogs, also using the checklist. (Revise/Refine) I will use the same checklist to assess their blogs, giving them specific notes on how to improve. (Revise/Refine)
Summative (Assessment of Learning):
Blog: Blog as the character throughout the unit.
Integration
Technology:
Students will be blogging as a character from the play; they will respond as this character after each reading, incorporating visual media.
Content Areas:
History: Students will be learning a lot about the era in which Romeo and Juliet lived, beginning in this lesson by learning how social structures effected the character relationships.
Music: Italian renaissance music will be played during the "family conference" the tone of the music will decide the tone of their conversation
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
I am giving students the "idea rake" as a way to sort out the characters by family and alliance. The cooperative learning piece is a three minute review, where the class will be given occasional three minute interviews to discuss what their ideas and knowledge is of the relationships in the piece.The students will be split in two to pull together an argument for their case against the opposing family. Each family will need to be half male, half female as evenly as possible.
Section II – Groups and Roles for Product
Students will be paired together for the unit to evaluate each others, the pairs will be done using value lines, where students will line up in order of how much they feel they know about Romeo and Juliet before the lesson. They will have the role of peer editors for each other throughout the unit for each others blog.
Differentiated Instruction
MI Strategies
(Verbal): Students will explain their problems and concerns to the opposing family, after already discussing it with their own family.
(Visual): The graphic organizer will help them visually map out the characters and where their alliances lie.
(Kinesthetic): Students will be separated into Montagues and Capulets, characterized by an article of clothing given of one of two colors. The students will discuss as a family why they hate the other (there is no reason in the story) and how they are going to react if Romeo and Juliet marry.
(Musical): Italian renaissance music will be played during the "family conference" the tone of the music will decide the tone of their conversation. If the music is has a victorious, for example, they will be particularly triumphant about their stance, if it is sad, they will be worrying about the fates of their children.
(Logical): Students will be developing logical reasons to explain the unexplained rivalry between the Montagues and the Capulets.
(Interpersonal): The family conferences will allow the interpersonal students to bounce thoughts off of other students and discuss their ideas.
(Intrapersonal): Graphic organizers will be done individually, and give these students time to think about why these families would despise each other so much.
(Naturalist): Require that the students include some aspect of a land feud, as this would have been a common dispute during the time.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
The notes from the lesson will be available in the class wiki, the worksheets and handouts will be available in the back of the room.
Extensions
Type II technology:
Students will be blogging as a character from the play; they will respond as this character after each reading, incorporating visual media.
Gifted Students:
Gifted students will be given characters that it will be more challenging to blog from the perpective of.
Materials, Resources and Technology
List all the items you need for the lesson.
Laptops
Colored handkerchiefs
Markers
Butcher paper
Your family feud game
Projector
Syllabus
Graphic Organizer
Source for Lesson Plan and Research
List all URL and describe.
blogger.com -Students will set up their blog account.
http://www.eduplace.com/graphicorganizer/pdf/idearake.pdf -The family graphic organizer.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Day One:
(Create an outline. -- Day 1: 80 minutes. How many minutes will it take to do each piece? script the day)
Room arrangement:
The room will be arranged into four sets of four desks, with room on the outer corners of the room for the families to get together and converse. After this lesson, students will understand the importance of characterization in Romeo and Juliet, as they will have the opportunity to approach the situations in the story from the perspective of their character, and will be able to converse with their pairs, who are doing the same.
Where, Why, What, Hook MI Tailor's: Verbal, Logical, Visual, Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist
Students will know how to explore the characters in Romeo and Juliet. They will develop a basic understanding of the nature of the feud between the Capulets and the Montagues, and will begin to understand how their feelings will effect the course of the play. They will have a base understanding of characterization after this lesson that will continue to grow throughout the unit. They will also know the names, alliances, and stories of all of the important characters (Romeo, Juliet, Lord and Lady Montague, Lord and Lady Capulet, Benvolio, Tybalt, Mercutio, Nurse, etc.)
Equip, Explore, Rethink, and MI Tailor's: Verbal, Logical, Visual, Interpersonal, and Intrapersonal.
Students will be able to assume the role of a character to more deeply understand all of the characters in the play. They will do this both by taking the family roles and discussing their characters' feelings about the opposing family, and the possibility of the union of their children, and by blogging as an assigned character. They will be welcome to explore the possibilities of the blogger site, and they can explore each other's blogs to get ideas on design, widgets, etc. They will also have a great opportunity to work amongst their peers, and discuss the characters on a deeper level, they will begin to understand where these characters are coming from and how their feeling might effect the story.
Explore, Experience, Rethink, Revise, Refine, and MI Tailor's: Verbal, Logical, Visual, Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.
Content Notes
Students will know…..
http://www.sparknotes.com/shakespeare/romeojuliet/characters.html
The Capulet family, and the Montague family are in an age-old feud, one with no memorable beginning or conceivable end.
Students will know the names of all of the important characters (Romeo, Juliet, Lady and Lord Capulet, Lady and Lord Montague, Mercutio, Nurse, Tybald, Benvolio, the Prince, Friar Lawrence, Rosaline, etc), they will have a base understanding of characterization, character traits, and their possible effect on the story.
Handouts
Idea rake graphic organizer.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
Microscope:
Puppy:
Beach Ball:
Rationale:
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Summative:
Rationale:
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: